healthy opportunities for preschoolers and...

HealthyOpportunitiesfor Preschoolersand Primary

Viviene A . TempleJusten P. O ‘Connor

F i r s t E d i t i o n

Viviene A. Temple, Ph.DSchool of Physical Education

University of Victoria, British Columbia, Canada

Justen P. O’Connor, Ph.DFaculty of Education

Monash University, Victoria, Australia

© 2006

HOPP was adapted from Healthy Opportunities for Preschoolers which was sponsored by the Vancouver Island Health Authority, copyright remains with the authors.

Suggested reference:

Temple, V. A., & O’Connor, J. P. (2006). Healthy opportunities for preschoolers and primary. Unpublished manuscript, University of Victoria.

i

ii Healthy Opportunities for Preschoolers

CONTENTS

INTRODUCTION 1BIBLIOGRAPHY 7

LOCOMOTOR SKILLS 9FOLLOW THE TRAIL 10JUMPING JACK HOPSCOTCH 11JUMP AROUND 12FIND ME A HOME 13ZIG ZAG FRUIT PICK 14TOY BOX DROP 15ENVIRONMENT MATCH 16NUMBERS AND BODY PARTS 17LOCOMOTION CIRCUIT 18WORLD RECORDS 19LEAP FROG LILY 20COOKING CHAOS 21LET’S FLY 22COLOUR SCATTER 23RIVER BANK JUMP 24HELICOPTER 25ROLL AND BOWL 26SWAY SKIP 27JUMP STUNTS 28COLOUR SEARCH 29STILT WALKING 30

MANIPULATIVE MOVEMENT SKILLS 31EGG HUNT 32CATCHING BUDDY 33KNOCK OUT 34CLOUD CATCHING 35HIT THE TARGET 36

iii

iv Healthy Opportunities for Preschoolers

GO BOWLING 37FROG IN A POND 38BEAN BAG GOLF 39NOVELTY THROW 40DIRTY WASHING 41OVER THE RIVER SOCCER 42COPY ME SOCCER 43KNOCK ‘EM DOWN 44OVER THE FENCE 45HOT POTATO 46WALK THE DOG 47SHOOT A GOAL 48PANCAKE FLIP 49RAZAMATAZ BALL 50BOUNCY BALL 51BOUNCE IT 52UP AND OVER 53BALLOON BOUNCE 54BALLOON BALLET 55BOWLS / BOCCE 56CATCH TIME 57TARZAN BOWLING 58LINE TENNIS 59ROCKET LAUNCH 60WALL BALL 61

MOVING TO MUSIC, SHAPES AND CREATIVE PLAY 63THE COPY CAT TRAIN 64ANIMAL MYSTERY SEARCH 65CHRISTMAS CHANT 66ROW, ROW, ROW YOUR BOAT 67ANIMAL WALK 68MULBERRY BUSH 69MUSICAL LEADERS 70MAKE A DANCE 71HEAD, SHOULDERS, KNEES AND TOES 72BIRDIE DANCE 73

JOIN THE BAND 74CREATIVE RIBBONS 75HOKEY POKEY 76TEDDY BEAR 77PUNCHINELLO 78KNEES UP MOTHER BROWN 79CREATIVE SUPPORTS 80THE SHAPE GAME 81CHRISTMAS SHAPES 82MY FRIEND ‘BEANIE’ 83BUBBLE CATCH 84JUNIOR GYM 85PAINT THE HOUSE 86LOOK WHAT I’VE FOUND 87PARACHUTE GAMES 88PARACHUTE DANCE 89CREATIVE SHADOWS 90FOOT BALANCE 91SECRET HANDSHAKE 92

LET’S MAKE 93Rocket Launcher 94Bubble Recipe 95Stilts 96Bottle Scoop 97Hoops 98Litre Bottle Bat 99Ballon Paddles 100Hacky Sacks 101Hurdles 102Nylon Stocking Racquet 103Sock Balls 104Ribbons 105

MUSICAL NSTRUMENTSJiggle Stick 106Maracas 106Tambourine 107

v

vi Healthy Opportunities for Preschoolers

Ankle Bells 107Balloon Drum 108Shakers 108

INTRODUCTION

Introduction

Healthy Opportunities for Preschoolers and Primary (HOPP) is based on the beliefs that all children benefi t from daily physical activity that promotes health-related fi tness and movement skills, and that it is important that individuals responsible for the well being of young children are aware of the value of physical activity and help to facilitate each child’s movement experiences. HOPP is designed to facilitate the engagement of young children in physical activity and movement experiences that form an essential part of their overall physical, cognitive, social, and emotional development.

What is HOPP?

The contents of the Healthy Opportunities for Preschoolers and Primary (HOPP) program are based on guidelines established nationally and internationally by researchers, health care professionals, child development experts, educators, and care-providers. This book contains a collection of developmentally appropriate movement activities designed specifi cally to meet the needs of care providers and teachers, and children in their care.

HOPP provides opportunities:

• that promote physical, cognitive, and social development;• for active learning and success;• for exploration;• for indoor and outdoor activity;• that develop fundamental movement skills.

HOPP is designed to be fl exible in its implementation to suit the varying time, space, and environments (weather, playground, indoors, outdoors) of child care, preschool, and school. As such the contents are presented as a ‘grab bag’ of ideas arranged under common groupings. Ideally these ideas will be implemented in conjunction with the guidelines which follow. The guidelines were adapted from “A Statement of Physical Activity Guidelines for Children Birth to Five Years” (National Association for Sport and Physical Education, 2002) and Physical Activity for Children: A Statement of Guidelines (Corbin & Pangrazi, 1998).

Guideline 1. 60 minutes of structured activityChildren need to accumulate at least 60 minutes daily of developmentally appropriate, structured physical activity.

Introduction 1

2 Healthy Opportunities for Preschoolers

Guideline 2. Up to several hours per day of unstructured activityChildren will benefi t from engaging in at least 60 minutes and up to several hours of daily, unstructured physical activity and should not be sedentary for more than 60 minutes at a time except when sleeping.

Guideline 3. Develop fundamental movement skillsChildren need to develop competence in movement skills that form the building blocks for more complex movement tasks.

Guideline 4. Access for large muscle activitiesChildren benefi t from access to indoor and outdoor areas that safely encourage performing large muscle activities.

Guideline 5. Caregiver awareness Individuals responsible for the well-being of young children are aware of the importance of physical activity and the role it can play in developing active and healthy people.

The Guidelines Explained

Guideline 1. 60 minutes of structured activityAlthough maturation (growing older) plays a role in the development of children’s movement skills; it is not inevitable that children will develop mature fundamental movement skills. Children need guidance and instruction, encouragement, and many opportunities to practice to optimize the development of their movement skills. Evidence also shows that when physical activity is facilitated by an adult there is an increase in the amount of moderate and vigorous physical activity. While free exploration of these movements are encouraged, structured activities that involve planning, guidance, and positive reinforcement are also very important.

The structured experiences presented in this manual are aimed at developing both social interaction and movement skills in cooperative non-competitive environments. Because children have a tendency to alternate short bursts of activity with periods of rest, structured activity can be accumulated over the day. All of the activities in this manual are designed for short periods of time.

Guideline 2. Up to several hours per day of unstructured activityChildren benefi t from unstructured play that involves children initiating the physical activity as they explore their environments. Environments rich in opportunities for physical activity (outdoor space, parks, bats, balls) and low in barriers (rules restricting movement, extended periods of television/video game play, available space) will help children accumulate a minimum of 60 minutes and up to several hours of this type of movement. While fi ne motor play, stories, and craft are valued activities, avoiding being sedentary for periods longer than 60 minutes at any one time (except while sleeping) is also important. The exploration of large outdoor toys, bicycles and tricycles, and playground equipment can be encouraged as part of unstructured physical activity experiences. Safe opportunities for swinging, hanging, balancing,

and exploring the natural environment all foster an interest for movement. Taking young children on walks through different environments while changing the pace, distance and movement type (skip, walk, and hop) may enhance their fi tness and skill level and can serve to facilitate educational experiences (fi nding autumn leaves, round objects, etc).

Guideline 3. Develop fundamental movement skillsEncouraging young children to develop fundamental movement skills like running, jumping, catching, throwing, kicking, and hitting a ball help them to form the building blocks for more complex skills used in sports and physical activities throughout later life. If suffi ciently developed, fundamental movement skills play an important role in establishing physical confi dence and competence. A focus on developing a variety of activities appropriate to the age and development of the child is ideal.

The Council or Physical Education for Children (COPEC) and the National Association for Sport and Physical Education (NASPE) recommend that participation in sport is most appropriate for children aged 9 and older (Corbin & Pangrazi, 1998). COPEC and NASPE further recommend that if children aged 5 – 9 years are participating in sports, those sports should be modifi ed to meet the children’s social, physical, and cognitive development.

“It is important for children of this age to spend time learning basic skills that are prerequisite to performing other sports and recreational activities such as catching, throwing, walking, jumping, running, and striking objects” (Corbin & Pangrazi, 1998, p.11).

Guideline 4. Access for large muscle activitiesIt is benefi cial to offer children opportunities to build, change and shape their environment through child-initiated and adult-supervised physical activity and play. While indoor and outdoor rules are important for control and safety, children also need freedom to explore their environments. Opportunities to skip, throw, dance, strike or kick a ball, fostered through providing access to appropriate outdoor play areas, is highly associated with children’s physical activity levels. Activities that require lifting the body or relocating the body in space such as galloping like a pony, holding a front support, walking on hands and feet like a ‘bear’, jumping, and climbing are desirable.

Guideline 5. Care provider and teacher awarenessThere is a growing awareness of the importance of physical activity and the role it plays in the development of the individual. Some of the important issues associated with physical activity in early childhood are outlined below:

Health problems associated with physical inactivity

Leading a sedentary lifestyle is a major health problem. Physical activity helps prevent chronic diseases such as type 2 diabetes and heart disease. Obesity is a major risk factor associated with heart disease, diabetes and cancer. In 2004, 26% of Canadian children and adolescents aged 2 to 17 were overweight or obese; 8% were obese (Tjepkema & Shields, 2005) and current estimates indicate that 36% of boys and 25% of girls in British Columbia are overweight or obese (McKay,

Introduction 3


2003). This pattern has been caused by large changes in our way of life that have increased exposure of children to high calorie foods and sedentary recreational past times. Health behaviours and obesity track into adulthood so it is important that children have every opportunity to adopt healthy behaviours that will contribute to their physical well-being as they grow and help protect them from diseases in their future.

Bone Health

Physical activity and diet are very important ways to increase bone density during childhood. Greater bone strength in childhood may prevent or delay the onset of osteoporosis later in life. Physical activities suggested for bone health are gross movements that work large parts of the body such as running, climbing, jumping and skipping.

Gross Motor Development

Motor development is the process by which a child acquires movement patterns and skills. Because young children are involved in the process of developing and refi ning basic movement abilities they should be involved in activities that are appropriate for children’s current physical, cognitive, and social development. When used in ‘game like’ activities, fundamental movement skills such as throwing, catching, skipping and running can be developed to foster an affi nity with sports and recreational activities throughout life. If motor development occurs in a supportive environment this should translate to greater enjoyment, an enhanced self-confi dence and activity seeking behaviour.

Social Development

Play provides opportunities for children to learn about different aspects of the social world. Children progress from playing alone, to playing alongside other children but not with them, and fi nally to cooperative play, when they interact with others. As they move through these stages they learn to negotiate, cooperate, and share. When children disagree about who gets to walk on the stilts fi rst, they’re actually developing important social skills.

Intellectual Development

There are many areas of children’s emerging intellectual development that can be reinforced and expanded upon during physical activity. During preschool and the early elementary young children become more competent in the area of thinking, language, and learning. Concepts such as weight, size, shape, and colour can be integrated into physical activities. For example, asking children which shape they are going to throw the ball at, or how many frog jumps they are going to do. Children can create, imagine, and translate ideas into movement. While it may look like just play, there’s a lot of intellectual work going on such as problem solving and overcoming physical and mental challenges.

Mental Health and Risk Taking Behaviours

Physical activity brings about both short- and long-term psychological enhancement and mental well-being. Young people who are physically active have improved self-concept and self-esteem and lower levels of anxiety and perceived stress. Social contact is thought to be an important for mental well being, and participation in physical activity provides young people with opportunities to meet with peers and develop friendships. In addition, children and youth who are physically

active have lower levels of smoking and alcohol consumption and engage in sexual relations at a later age.

Self-esteem

Children’s self-esteem is underpinned by their perception of their competencies or abilities in domains such as the academic, physical, and social domain. These perceptions of competence can be facilitated by providing children with mastery experiences. Mastery experiences are opportunities that children have to “acquire, through personal effort and hard work, a skill or ability they previously did not have” (Horn, 2004, p.133). Children who have many opportunities to master generally develop high perceptions of their physical self.

Importance of Teachers and Care Providers

Signifi cant adults play a vital role in the development of children’s physical competence, self-worth, and in helping children develop a long term commitment to physical activity. They also help children enjoy physical activity. Children who receive age appropriate movement experiences in activity stimulating environments are more likely to experience success in movement tasks and consequently seek further activity opportunities.The diagram above shows the infl uence of signifi cant others, such as teachers, parents and care-

providers in helping children develop the motivation to participate in lifelong physical activity (the Motivated Behaviour). Teachers and care-providers who structure a learning environment to encourage improvement and enjoyment will positively infl uence children’s self-perceptions and motivation to continue activity involvement. In addition, a parent’s, teacher’s, or care-provider’s own physical activity level, enjoyment of physical activity, and beliefs about their ability to facilitate physical activity play an important role in modeling and reinforcing physical activity.

Introduction 5

Figure 3. Infl uence of signifi cant adults and peers on self-perceptions, enjoyment, and motivation (Weiss, 2000, p.3)

Self Perceptions

Parents

Coaches / Teachers

Motivated BehaviourPeers

Enjoyment

Note: Reproduced with the permission of the President’s Council on Physical Fitness and Sports


With adult support and encouragement, children are more likely to develop movement skills, enjoy moving, and look for more physical activity opportunities now and in the future. We hope the HOPP resource manual will help you continue to build an environment rich in enjoyable and rewarding movement experiences.

Manipulative Movement Skills 7

BIBLIOGRAPHY

Bailey, D. (1994). Physical activity and the attainment of peak bone mass in children. The Australian Journal of Science and Medicine in Sport, 26, 3-5.

Bass, S. L., & Kerr, D. A. (2003). What factors infl uence healthy bone development in children? Medical Journal of Australia, 173, S1-16.

Berk, L. E. (1994). Child development (3rd ed.). Needham Heights, MA: Allyn and Bacon.Child development (3rd ed.). Needham Heights, MA: Allyn and Bacon.Child developmentButcher, J. E., & Eaton, W. O. (1989). Gross and fi ne motor profi ciency in preschoolers:

Relationships with free play behaviour and activity level. Journal of Human Movement Studies, 16, 27-36.

Canadian Institute for Health Information. (2004). Canadian population health initiative identifi es obesity as research priority. Retrieved 10 March, 2005, from http://secure.cihi.ca/cihiweb/dispPage.jsp?cw_page=news_dir_v9n3_obesity_e

Corbin, C. B., & Pangrazi, R. P. (1998). Physical activity for children: A statement of guidelines.Reston, VA: Council for Physical Education for Children (COPEC).

Cress, S. W. (2000). A focus on literacy in home day care. Australian Journal of Early Childhood, 25, 6.

Deal, T. B. (1993). The preschool mover: A comparison between naturally-occurring and program-directed physical activity patterns. Early Child Development and Care, 96, 65-80.

DeBord, K., Hestenes, L. L., Moore, R. C., Cosco, N., & McGinnis, J. R. (2002). Paying attention to the outdoor environment is as important as preparing the indoor environment. Young Children, 57, 32-35.

Derri, V., Tsapakidou, A., Zachopoulou, E., & Kioumourtzoglou, E. (2001). Effect of a music and movement programme on development of locomotor skills by children 4 to 6 years of age. European journal of physical education, 6, 16-25.

Gruber, J. J. (1986). Physical activity and self-esteem development in children: a meta-analysis. In G. A. Stull & H. M. Eckert (Eds.), Effects of physical activity on children. (The American Academy of Physical Education Papers, no. 19). Illinois: Human Kinetics.

Health Canada. (1998). Canada’s physical activity guide to healthy active living. Ottawa: Author.Horn, T. S. (2004). Developmental perspectives on self-perceptions in children and adolescents. In

M. R. Weiss (Ed.), Developmental sport and exercise psychology: A Lifespan perspective(pp. 101-143). Morgantown, WV: Fitness Information Technology.

Jackson, D., Reilly, J., Kelly, L., Montgomery, C., Grant, S., & Paton, J. (2003). Physical activity in a sample of three-to-four-year-old children. Nutrition Research Newsletter, 22, 12-13.

Klesges, R. C., Eck, L. H., Hanson, C. L., Haddock, C. K., & Klesges, L. M. (1990). Effects of obesity, social interactions, and physical environment on physical activity in preschoolers. Health Psychology, 9, 435 - 449.

Kohl, H. W., & Hobbs, K. E. (1998). Development of physical activity behaviours among children and adolescents. Pediatrics, 101, 549-554.


McKay, H. (2003). Action Schools BC. Phase I (pilot) evaluation report and recommendations.Retrieved Mar 14, 2005, from http://www.actionschoolsbc.ca/Content/Pilot%20Evaluation.asp

McKenzie, T. L., Sallis, J. F., Bryles, S. L., Zive, M. M., Nader, P. R., Berry, C. C., et al. (2003). Movement skills and level of physical activity. Pediatric Exercise Science, 15, 240.

National Association for Sport and Physical Education. (2002). ACTIVE START: A Statement of Physical Activity Guidelines for Children Birth to Five Years. Reston, VA: Author.

Pate, R. (2001). Assessment of Physical Activity and Sedentary Bahavior in Preschool Children: Priorities for Reaearch. Pediatric Exercise Science, 13, 129-130.

Sallis, J. F., Nader, P. R., Broyles, S. L., Berry, C. C., Elder, J. P., McKenzie, T. L., et al. (1993). Correlates of physical activity at home in Mexican-American and Anglo-American preschool children. Health-psychology, 12, 390-398.

Sallis, J. F., Patterson, T. L., McKenzie, T. L., & Nader, P. R. (1988). Family variables and physical activity in preschool children. Journal of developmental and behavioral pediatrics, 9(2), 57-61.

Taggart, A., & Keegan, L. (1997). Developing fundamental movement skills in outdoor settings: Three case studies of children playing. The ACHPER Healthy Lifestyles Journal, 44, 11-17.

Temple, V., O’Connor, J., & Bradley, V. (2002). Family day care environments: Fostering physical activity. Paper presented at the ACHPER 23rd National/International Biennial Conference, Launceston, Tasmania.

Temple, V. A., & O’Connor, J. P. (2003). Fostering physical activity for children in child care.Proceedings of the International Education Research Conference AARE - NZARE, Coldstream, VIC: Australian Association for Research in Education.

Tjepkema, M., & Shields, M. (2005). Measured obesity: Overweight Canadian children and adolescents. Ottawa: Statistics Canada.

Tremblay, M., Willms, S., & Douglas, J. (2000). Secular trends in the body mass index of Canadian children. Canadian Medical Association Journal, 164, 1429-1433.

Tremblay, M. S., & Whims, J. D. (2003). Is the Canadian childhood obesity epidemic related to physical inactivity? International Journal of Obesity, 27, 1100-1105.

Vanier Institute of the Family. (2003). Profi ling Canada’s Families II. 2000. Ottawa: The Vanier Institute of the Family.

Weiss, M. (2000). Motivating kids in physical activity. The President’s Council on Physical Fitness and Sports Research Digest, 3, 1-8.

LOCOMOTOR SKILLS

FOLLOW THE TRAIL 10JUMPING JACK HOPSCOTCH 11JUMP AROUND 12FIND ME A HOME 13ZIG ZAG FRUIT PICK 14TOY BOX DROP 15ENVIRONMENT MATCH 16NUMBERS AND BODY PARTS 17LOCOMOTION CIRCUIT 18WORLD RECORDS 19LEAP FROG LILY 20COOKING CHAOS 21LET’S FLY 22COLOUR SCATTER 23RIVER BANK JUMP 24HELICOPTER 25ROLL AND BOWL 26SWAY SKIP 27JUMP STUNTS 28COLOUR SEARCH 29STILT WALKING 30

Locomotor Skills 9


FOLLOW THE TRAILNo. of children:

Skill:Equipment:

Area:Time:

1 or moreDeveloping different movement patternsString or rope 10 metres long Indoor / outdoor (quiet time)5 mins+

Let’s play• Outline a winding trail on the fl oor, carpet or grassy area• Ask or show the children different ways of crawling or creeping (e.g., like a cat, like a scampering squirrel)• Have the children follow the trail using different crawling, creeping actions

Let’s play

Try this wayTry this way• Arrange the trail to go over, under and around objects in the house• Have an activity or surprise waiting at the end of the trail (i.e., something the children can participate in next)• Try crawling/creeping backwards• Children could work together and crawl / creep holding onto the ankles of the child in front• Instead of a crawling / creeping trail, draw and cut out footsteps from cardboard, felt or paper and place them on the ground so the children can follow the footsteps

JUMPING JACK HOP-SCOTCHNo. of children

Skill:Equipment:

Area:Time:

1 or moreMovement patterns - jumpingChalk or hopscotch patterns on a cloth or paper sheet, bean bagIndoor / outdoor10 mins+

Let’s play• Draw a variety of hopscotch patterns or use a prepared sheet• Toss the bean bag into any square• Jump forward and miss the square where the bean bag has landed• On every single square hop on one foot• In the double squares, land with one foot in each square• At the end square turn around and hop back, picking up bean bag while balanced on one foot

Let’s play

Try this wayTry this way• Children can decorate pre-drawn hopscotch patterns on an old sheet (NB., This may also double as a ‘parachute’ and eliminates problems drawing hopscotch patterns inside)• Change the hopscotch pattern to make it easier or more challenging (i.e., adding or taking away squares)

Teaching tipTeaching tip• Swing your hand as you fl y up high, bend your knees softly as you return from the sky

Locomotor Skills 11


JUMP AROUNDNo. of children:

Skill:Equipment:

Area:Time:

1 or moreMovement patterns - jumpingHoops (1 per child) or chalk to draw shapesIndoor / outdoor10 mins+

Let’s play• With plenty of space in between, place one hoop per child on the fl oor or draw a variety of shapes on the ground (at least one per child) • Children practice jumping, hopping and landing in and out of hoops and / or shapes

Let’s play

Try this wayTry this way• Place a line on the fl oor to jump over and back• Hop or jump backwards and sideways• Ski jump (i.e., feet together, from side-to-side)• Cross-country ski jump (i.e., feet and arms opposite, forwards-and-backwards)

Teaching tip• Springs in your legs as you crouch down low, look forwards, spring up, and gently down you go

Teaching tip

Safety tip!Safety tip!• If using hoops or printed shapes make sure they will not slide from under the children if they land on them (NB., Felt is non-slip on carpet)

FIND ME A HOMENo. of children

Skill:Equipment:

Area:Time:

4 or moreMovement patternsCushions, Carpet mats, felt squares (1 per child)Indoor / outdoor5 mins+

Let’s play• Spread enough cushions or carpet squares on the fl oor for each child• Children sit on the cushions or carpet squares• Call out ‘Find me a home’• When the children hear ‘Find me a home’ they need to move to a new cushion

Let’s play

Try this wayTry this way• Vary the movement patterns (e.g., hopping / jumping / skipping; move like an animal, etc.)• Play musical cushions

Safety tip!Safety tip!• Be careful of bumping into others

Locomotor Skills 13


ZIG ZAG FRUIT PICKNo. of children:

Skill:Equipment:

Area:Time:

1 or moreMovement patternsBean bags and plastic bowlsOutdoor5 mins+

Let’s play• Set out bowls in zigzag pattern with one bean bag in each bowl• Children run from one bowl to the next in a zigzag pattern collecting a bean bag (fruit) from each bowl on the way until they reach an end marker• If two children are playing, the second child takes the bean bags and running in a zigzag pattern, replaces them in each bowl• If one child is playing, they can pick up and replace the bean bagsand replace the bean bagsand

Let’s play

Try this wayTry this way• Change the way the children move skip / hop / leap / gallop, etc.• Use as part of an obstacle course• Time the children to see if they can get faster

TOY BOX DROPNo. of children:

Skill:Equipment:

Area:Time:

1 or moreMovement patternsSoft toys, balls, a hoop, 1 marker per childIndoor / outdoor5 mins+

Let’s play• Set the markers 5 metres from a large central area• Share out items from the toy box to each child• Children are encouraged to run and put one object at a time in the central area until all of their items are in the hoop• Continue but change the type of movement patterns each time to hop, skip, jump, leap, gallop, crawl, etc.

Let’s play

Try this wayTry this way• Have 3 different coloured hoops and ask the children to put the fi rst toy in the red hoop, the second toy in the yellow hoop, the third toy in the blue hoop• Match household items together (e.g., saucepan to lids, plastic dishes to a dish rack, scarf to toque have one of the pair at the base and the other scattered in the area children search for the matching item)

Locomotor Skills 15


ENVIRONMENT MATCHNo. of children

Skill:Equipment:

Area:Time:

3 or moreMovement patternsNoneOutdoor playground or yardOutdoor playground or yardOutdoor5 mins+

Let’s playLet’s play• Call out an item in the environment and a different locomotor pattern (e.g., ‘Run to the big tree’, ‘Skip to the green hose’, etc.)• Children move to the object and wait for the next call

Try this wayTry this way• Use coloured, numbered or lettered cards on a variety of items in the environment• Call out an item in the environment and a different type of movement pattern as above (e.g., ‘Jump to the blue triangle’)• Bounce while sitting / kneeling• Children move to the object and wait for the next call

Teaching tipTeaching tip• Look ahead as you run, ‘choof’ your arms like a train, lean forward, it’s fun

NUMBERS AND BODY PARTSNo. of children:

Skill:Equipment:

Area:Time:

2 or moreMovement patternsLively or fast music, a variety of coloured bean bags or colour cardsIndoor / outdoor10 mins+

Let’s play• Scatter the bean bags or coloured squares around the area about 30cm apart• When the music starts, children move around the area without touching the bean bags• When the music stops, the children stop and freeze• Call out ‘three feet’ or ‘fi ve hands’, etc.• Children move and touch three different bean bags with their feet and so on• When they have touched the bean bags required they put their hand up

Let’s play

Try this wayTry this way• Continue, but change the type of movement pattern between the bean bags each time (e.g., hop, skip, jump, leap, gallop, crawl)• Try using elbows, bottoms, knees, and shoulders to touch the bean bags

Safety tip!Safety tip!• Encourage the children to look up so they don’t collide with each other

Locomotor Skills 17


LOCOMOTION CIRCUITNo. of children

Skill:Equipment:

Area:Time:

1 or moreMovement patternsHoops, markers, chalkOutdoor10 mins+

Let’s play• Circuit: Spend 30 seconds at each station, then try the next Station 1: Draw small connected circles on the ground children step / hop / jump from circle to circle Station 2: Set markers out in a zigzag formation children move to touch as many as possible in 30 seconds (e.g., running, crawling, skipping) Station 3: Draw lines with chalk with varying gaps between the lines children jump / leap over or from line to line and challenge themselves to jump wider and wider

Let’s play

WORLD RECORDSNo. of children

Skill:Equipment:

Area:Time:

1 or moreMovement patternsMarkers or chalkOutdoor10 mins+

Let’s play• Mark out two points – a start and fi nish point• Children get to the end point and back as quickly as possible• Time the children with a watch• Challenge the children to beat their own time

Let’s play

Try this wayTry this way• Change the type of movement patterns (e.g., hop / skip / jump / leap / gallop /crawl / high / low / wide, etc.)• Experiment with timing by encouraging the children to count there and back• Find out how many times the children can go there and back before you fi nish singing a nursery rhyme• Compare whether some movements take longer than others (e.g., ‘How long does it take to crawl there and back? Now let’s see how long it takes to jump there and back.’)

Locomotor Skills 19


LEAP FROG LILYNo. of children:

Skill:Equipment:

Area:Time:

1 or moreMovement patternsCushionsIndoor / outdoor5 mins+

Let’s playLet’s play• Scatter cushions (lily pads) around the area• Squat like a frog• Children leap frog over the cushions moving around the area

Try this wayTry this way• Have children jump in and out of a pond (i.e., hoop or sheet on the fl oor)• ‘Surprise lily’: hide pictures or fl at objects under the cushions; call out a number for the children to jump to, when the number is reached lift the cushion to reveal the surprise

Teaching tipTeaching tip• Springs in your legs as you crouch down low, look forwards, spring up, and gently down you go

COOKING CHAOSNo. of children:

Skill:Equipment:

Area:Time:

1 or moreMovement patterns1 hoop per child, variety of coloured objects (e.g., bean bags, cards, smallballs), chalkOutdoor10 mins+

Let’s playLet’s play• Mark a line and place variety of objects (e.g., bean bags, playing cards, small balls or toys) behind it• Set out a line of hoops (pizza bases) an equal distance from the line• Carrying one item at a time, children move back and forth decorating their pizza base or cookie with toppings (e.g., bean bags, cards, small balls)

Try this wayTry this way• Change the type of movement patterns (e.g., skip / jump / leap / gallop / crawl / high / low / wide, etc.)• See how fast they can decorate their pizza, can they decorate it faster the next time

Locomotor Skills 21


LET’S FLYNo. of children

Skill:Equipment:

Area:Time:

2 or moreMovement patternsChalk or small ropesOutdoor10 mins+

Let’s play• With chalk or ropes, mark out a series of lines with different intervals between the markers• Children to leap and bound over lines from one end to the other

Let’s play

Try this wayTry this way• Try jumping like a kangaroo (i.e., one jumps between the lines)• Leap like a frog• Hop on one leg

Teaching tipTeaching tip• Off one foot, on the other you’ll land, long stretched out legs look so grand

• Bend your knees as you land; softly, softly don’t make a sound

COLOUR SCATTERNo. of children:

Skill:Equipment:

Area:Time:

Let’s make:

2 or moreMovement patternsPairs of coloured cards with numbers on themIndoor / outdoor10 mins+Make the cards

Let’s play• Scatter coloured numbered cards around area (e.g., Red 1, Blue 2, Green 3, etc.)• Have a copy of the cards with you• Hold a card up and call out the number and colour• Children move to the scattered cards that match the called number and colour

Let’s play

Try this wayTry this way• Use more than one copy of each card so that the children don’t just follow each other• Change the type of movement patterns (e.g., skip / jump / leap / gallop / crawl / high / low / wide, etc.)• Use animal shapes instead of numbers and move like the called animal

Locomotor Skills 23


RIVER BANK JUMPNo. of children

Skill:Equipment:

Area:Time:

2 or moreLocomotion, vertical jump, leapChalk or small ropeOutdoor5 mins+

Let’s play• Mark two lines with wool, rope or chalk• The middle is the ‘river’ the sides are the ‘banks’• Call out ‘on the bank’ or ‘in the river’ and have the children jump in and out of the river or across the river• In the river, do the motions for swimming

Let’s play

Try this wayTry this way• Gradually make riverbanks further apart

Teaching tipTeaching tip• Springs in your legs as you crouch down low, look forwards, spring up, and gently down you go

• Swing your arms as you fl y up high, bend your knees softly as you return from the sky

HELICOPTERNo. of children:

Skill:Equipment:

Area:Time:

1 or moreJumpingA skipping rope weighted with a soft object (e.g. bean bag) at one endOutdoor5 mins+

Let’s play• Stand in the centre and hold the skipping rope at one end• Spin around slowly with the rope close to the ground• Children jump the rope when it reaches them

Let’s play

Try this wayTry this way• Increase speed or height in relation to children’s ability

Locomotor Skills 25


ROLL AND BOWLNo. of children

Skill:Equipment:

Area:Time:

1 or moreAccuracy, body manipulation / awarenessSkittles, mats (optional)Indoor (quiet time)5 mins+

Let’s play• Set up pins at one end of area• Children lie on their back with their arms above their head or by the side of their body in a ‘log’ position• Children roll the distance of area attempting to knock over skittles• Set up skittles and continue

Let’s play

Try this wayTry this way• Mark two lines approximately 5 feet wide on the fl oor and ‘log roll‘ from one end to the other without skittles• Practise rolling in both directions (i.e., left and right)• ‘Log roll’ the length of the room or yard• Find a nice grassy hill with a gentle slope to ‘log roll’ (NB., not a good activity for after lunch)

SWAY SKIPNo. of children:

Skill:Equipment:

Area:Time:

1 or moreJumping, body manipulation / anticipationSkipping ropeIndoor / outdoor5 mins+

Let’s play• Attach one end of the rope to something that won’t fall over• Holding the other end, sway the rope slowly back and forth for the child to jump over • Stand side-on to jump (i.e., like skipping in a long rope)

Let’s play

Try this wayTry this way• Hop over the rope• With the rope on the ground wiggle each end, jump across without touching the wiggly rope

Locomotor Skills 27


JUMP STUNTSNo. of children

Skill:Equipment:

Area:Time:

1 or moreSpringing and landingNoneIndoor / outdoor5 mins+

Let’s play• Ask children to think of different ways to jump (e.g., jump up high, jump far, jump and 1⁄4 turn to left or right, 180 degree turn jump, jump and make a star)

Let’s play

Try this wayTry this way• Jump from a low bench

Teaching tipTeaching tip• Arms behind and bend your knees, swing arms forward and up

• Bend your knees as you land

COLOUR SEARCHNo. of children:

Skill:Equipment:

Area:Time:

1 or moreMovement patterns / matchingPaint swatches (i.e., colours of the environment)Outdoor5 mins+

Let’s play• Ask children to select a paint swatch from a container and search the local environment (e.g. a park) as quickly as possible for something of a similar colour• After fi nding a match, choose a new point swatch

Let’s play

Try this wayTry this way• Move in different ways for each swatch (e.g., skip / gallop / run)

Locomotor Skills 29


STILT WALKINGNo. of children

Skill:Equipment:

Area:Time:

Let’s make:

1 or moreBalance, coordination2 small cans / blocks per child, thin smooth ropeIndoor / outdoor5 mins+Stilts

Let’s play• Make stilts, adjusting the height to suit the children using them• Each child needs to be able to pull the rope tight to keep the can on their feet but also be able to stand up straight when walking on the stilts

Let’s play

Safety tip!Safety tip!• Use a fl at surface to walk on


MANIPULATIVEMOVEMENT SKILLS

EGG HUNT 32CATCHING BUDDY 33KNOCK OUT 34CLOUD CATCHING 35HIT THE TARGET 36GO BOWLING 37FROG IN A POND 38BEAN BAG GOLF 39NOVELTY THROW 40DIRTY WASHING 41OVER THE RIVER SOCCER 42COPY ME SOCCER 43KNOCK ‘EM DOWN 44OVER THE FENCE 45HOT POTATO 46WALK THE DOG 47SHOOT A GOAL 48PANCAKE FLIP 49RAZAMATAZ BALL 50BOUNCY BALL 51BOUNCE IT 52UP AND OVER 53BALLOON BOUNCE 54BALLOON BALLET 55BOWLS / BOCCE 56CATCH TIME 57TARZAN BOWLING 58LINE TENNIS 59ROCKET LAUNCH 60WALL BALL 61


EGG HUNT1 or moreHand-eye coordination and locomotor movement patternsBottle scoop, paper screwed up into balls (eggs), a bucket(nest)Indoor / outdoor (quiet time)5 mins+Bottle scoops

Teaching tip• Keep your eyes on the eggs!

Teaching tip

• Make a trail to follow• Use the other hand• Move quickly; time how quickly the eggs can be collected• Hide the eggs

Try this way

• Place eggs on the fl oor, and the nest nearby• Scoop up eggs and place them in the nest

Let’s play

No. of children:Skill:

Equipment:

Area:Time:

Let’s make:

Safety tip!Safety tip!• Be careful not to bump heads if there is more than one child playing


• Play in pairs, bounce or throw to your partner who catches the ball in their buddy• Use a Frisbee or a pillow case as the buddy

• Watch the ball

• Bounce the ball with one hand, holding the buddy in the other hand• Catch the ball in the buddy• Throw the ball in the air and catch it in the buddy

CATCHING BUDDY

Let’s play

Try this way

Teaching tip


Equipment:Area:Time:

1 or moreHand-eye coordination, catching with an implement1 ball per child, 1 buddy per childIndoor / outdoor5 mins+


KNOCK OUT2 or moreAccuracy, underarm throwingRope, at least 1 medium-large ball per child, 1 medium-large ball per‘centre’Indoor / outdoor5 mins+


Equipment:

Area:Time:

• Shape the rope into a circle or square and place the centre ball inside the rope

• Children stand on the outside of the rope with a ball each, and roll the ball to hit the centre ball, trying to knock it to the rope or out of the circle

• Children retrieve their own ball and continue until the centre ball hits the rope or is knocked out of the circle

Try this wayTry this way• Kick the ball to hit the centre ball• Throw bean bags to hit the centre ball• Increase / decrease the circle size

Safety tip!Safety tip!• If more than one child is playing, children should retrieve their balls at the same time

Let’s play


CLOUD CATCHING1 or moreHand-eye coordination, catching technique1 scarf, tissue, handkerchief or paper towel per childIndoor / outdoor (quiet time)5 mins+

No. of childrenSkill:


• Toss the scarf in the air• Make a landing pad with hands to catch the cloud as it drifts down

Let’s play

Try this wayTry this way• Catch on head, knee, behind back, on foot / toes• Clap hands, bob down, turn around before catching

Let’s play

Teaching tipTeaching tip• Hands together; fi ngers wide; watch the scarf


HIT THE TARGETNo. of children:

Skill:Equipment:

Area:Time:

Let’s make:

1 or moreOverarm and underarm throwing technique, accuracy1 throwing object, targetsIndoor / outdoor5 mins+Make and decorate the targets

Let’s play• Set up a variety of targets for practicing underarm / overarm throwing (e.g., hit the smiley face on the wall, land the object in a bin, throw the object through a hoop)• Have a few goes at each target• Throw overarm and underarm

Let’s play

Try this wayTry this way• Use paper balls for throwing indoors• Increase / decrease the distance to the target• Change target size / colour / shape / height from the ground• Try throwing a sock ball in a variety of saucepans• Use alphabet cards to practice letter recognition

Teaching tipTeaching tip• Stand side on; make a star; point your fi nger; and throw it far

• Stand side on; behind the line; front foot over; back stays behind


GO BOWLINGNo. of children

Skill:Equipment:

Area:Time:

1 or moreUnderarm throwing and rolling technique, accuracy3 or more skittles (e.g., shoe boxes, empty milk cartons), ball, somethingto make a line (e.g., wool or chalk)Indoor / outdoor5 mins+

Let’s playLet’s play• Stand skittles in a triangle shape• Mark a line approximately 2 metres from the skittles for the children to stand behind• While crouching with slightly bent knees, roll the ball to knock over the skittles

Try this wayTry this way• Underarm or overarm throw• Vary the distance from the skittles• Pairs – face your partner and stand either side of a target, see who can knock over the skittles fi rst

Teaching tipTeaching tip• To roll the ball underarm, bend your knees down low; close to the ground; no bounces though


FROG IN A PONDNo. of children:

Skill:Equipment:

Area:Time:

1 or moreOverarm and under arm throwing technique, accuracyContainer (pond), throwing object (frog), line markerIndoor / outdoor5 mins+

Let’s play• Mark three lines approximately 1 metre apart• Place pond 1 metre from fi rst line• Underarm throw the frogs into the pond• Move back to next line for a greater challenge

Let’s play

Try this wayTry this way• Overarm throw

Teaching tipTeaching tip• Stand up straight; make your arm swing back low; with your other side step forward and watch it go

• To allow children to do an overarm throw use a light throwing object like paper balls forward and watch it go


BEAN BAG GOLF1 or moreOverarm and underarm throwing technique, accuracy1 throwing object per child, 2 or more start markers (tee), 2 or more hoops (hole)Outdoor5 mins+


Equipment:

Area:Time:

Let’s play• Place a start marker on the ground with the fi rst hoop approximately 3-4 metres away, place the other start marker near the fi rst hoop with the second hoop approximately 3-4 metres away• Children start at the fi rst start marker and overarm / underarm throw the bean bag towards the hoop• Continue to throw the bean bag and count how many throws taken until it lands inside the hoop• Move to the next start area

Let’s play

Try this wayTry this way• Set out a scarf or sheet for a hazard / trap• Encourage children to design their own golf course

Teaching tipTeaching tip• Stand up straight; make your arm swing back low; with your other side step forward and watch it go• To allow children to do an overarm throw use a light throwing object like paper balls or a badminton birdie


NOVELTY THROW1 or moreOverarm and underarm throwing technique, accuracy1 birdie, paper ball or bean bag per child, cushions, and a set of cardsIndoor / outdoor5 mins+Make and decorate cards



Let’s make:

Let’s playLet’s play• Place the cushion or set of cards randomly on the fl oor / ground• Leader calls out a shape / animal / colour• Using underarm or overarm throw, children aim for object called

Try this wayTry this way• Vary the size and shape of the cards• Ask challenging questions, such as: ‘Throw to the shape with 4 sides’, ‘Throw at the red circle’, ‘Throw at the animal with the longest neck’

Teaching tip• Stand up straight; make your arm swing back low; with your other side step forward and watch it go

Teaching tip


DIRTY WASHINGNo. of children

Skill:Equipment:

Area:Time:

1 or moreOverarm and underarm throwing technique, accuracy1 washing basket, 5 non-bouncy throwing objects per childOutdoor / indoor5 mins+

Let’s play• Stand the basket near a wall or fence• Underarm or overarm throw object to bounce off the wall and into the basket• When everyone’s objects are thrown skip to the basket to collect them, counting 5 objects each

Let’s play

Try this wayTry this way• When indoors, throw paper balls onto a curtain or suspended a sheet to drop into the basket

Teaching tipTeaching tip• Stand side on and make a star; point your fi nger; throw it far


OVER THE RIVER SOCCERNo. of children

Skill:Equipment:

Area:Time:

Let’s make:

1 or moreFoot-eye coordination1 medium / large ball, 2 long pieces of wool, a large box or washing basket (cave)Outdoor5 mins+Decorate the box

Let’s playLet’s play• Use the wool to make a ‘river’• Place the box or basket on its side on the opposite side of the river with the opening (a cave) facing the children• Place the ball approximately 1 step back from the river• Kick the ball into the cave

Try this wayTry this way• Take a couple of steps before kicking the ball• Make the river wider


COPY ME SOCCER1 or moreFoot-eye coordination, locomotor patterns and ball control1 medium / large ball per childOutdoor5 mins+



Let’s play• Leader pushes the ball forward using the inside of their foot• Using their ball, children perform the same action• When the leader stops, the children stop• Stop the ball by putting your foot on it

Let’s play

Try this wayTry this way• Vary the speed walk / jog / skip• Take turns as the leader

Teaching tipTeaching tip• Little pushes with the inside of your foot; keep it close


KNOCK ‘EM DOWNNo. of children:

Skill:Equipment:

Area:Time:

Let’s make:

1 or moreFoot-eye coordination1 medium / large ball per child, standing targets such as shoe boxesOutdoor5 mins+Decorate targets

Let’s play• Stand the targets up like bowling pins and draw a line 2-5 metres in front of the targets• Children kick the ball attempting to knock over the pins• Stand up all of the pins and keep trying

Let’s play

Try this wayTry this way• Increase / decrease target size / number• Try dribbling the ball to a mark before kicking it


OVER THE FENCENo. of children

Skill:Equipment:

Area:Time:

1 or moreKickingA variety of balls or balloons, 1 net or barrierIndoor / outdoor5 mins+

Let’s playLet’s play• Make a net to kick under and over• Children decide whether to kick ‘under’ or ‘over’• Once all of the balls or balloons are used collect them and try again

Try this wayTry this way• When using balloons, a child could be on either side of the net

Safety tip!Safety tip!• Dispose of balloons and balloon debris after use as ingestion can lead to choking


HOT POTATONo. of children

Skill:Equipment:

Area:Time:

1 or moreHand-eye coordination and object manipulation1 balloon per childIndoor / outdoor5 mins+

Let’s playLet’s play• Use hands to keep the balloon in the air by tapping it upward• Use one hand, other hand, and then both hands• Hit soft, hit hard, hit high, and hit low• Hit the balloon in different directions

Try this wayTry this way• Use a paddle bat to tap the balloon up• Work in pairs rallying the balloon back and forth• Count how many taps you can do keeping the balloon off the ground

Safety tip!Safety tip!• Dispose of balloons and balloon debris after use as ingestion can lead to choking


WALK THE DOGNo. of children

Skill:Equipment:

Area:Time:

1 or moreObject manipulation and control1 ball or balloon (dog) and a plastic hockey stick or rolled up newspaper for the stick or leadOutdoor5 mins+

Let’s play• Holding onto the stick with two hands, the children push the ball along the ground, moving around the whole area

Let’s play

Try this wayTry this way• Create an obstacle course for the children to move around• Draw lines on the ground for the children to follow• Push the ‘dog’ to a partner

Teaching tipTeaching tip• Push, don’t hit; keep the ball close to the stick


SHOOT A GOALNo. of children:

Skill:Equipment:

Area:Time:

1 or moreStriking, accuracy, object manipulation and control1 medium / large ball, 1 roll of newspaper or soft foam or plastic hockeystick, standing targetsOutdoor5 mins+

Let’s play• Spread out the targets• Mark a line 2 metres from the targets• Holding onto the stick with two hands, children hit the ball attempting to knock over the targets

Let’s play

Try this wayTry this way• Push the ball with the stick, in a similar way to ‘Walk the Dog’, before shooting at the target

Safety tip!• Everyone must be out of the way of the targets and the hitter before each child takes their turn

Safety tip!


PANCAKE FLIPNo. of children

Skill:Equipment:

Area:Time:

1 or moreObject Control1 bean bag and 1 paddle bat per childOutdoor / indoor5 mins+

Let’s play• Children move in random directions balancing a bean bag on a paddle bat• Progress to fl ipping the bean bag up and catching it on the paddle bat

Let’s play

Try this wayTry this way• Create an obstacle course for children to move around balancing the bean bag on their paddle bat• Use a paper ball

Teaching tipTeaching tip• Children shake hands with the paddle bat for the correct grip• Keep your eyes on the bean bag


RAZAMATAZ BALLNo. of children

Skill:Equipment:

Area:Time:

1 or moreSidearm striking and visual tracking1 stocking, 1 post, 1 piece of string, 1 tennis ball, and 1 batOutdoor10 mins+

Let’s play• Put a ball in a stocking and tie it to a post • Throw the ball so that it wraps around the post

Let’s play

• Hit the ball, stand back and watch it swing around

Safety tip!Safety tip!• Everyone should stand well out of the way of the ball (and any bat, if one is used)

Try this way


BOUNCY BALLNo. of children

Skill:Equipment:

Area:Time:

1 or moreHand-eye coordination, object manipulation and control, catching1 bouncy ball per childOutdoor5 mins+

Let’s playLet’s play• Drop the ball, let it bounce, then catch it• Bounce the ball with two hands

Try this wayTry this way• Bounce the ball high / low / medium height• Bounce while walking forwards / backwards / sideways / in a circle• Bounce while sitting / kneeling• Show me a bounce trick (e.g., bounce-clap, bounce-turn, etc.)• Bounce to a friend• Bounce and let the ball land in a box / bin


BOUNCE ITNo. of children

Skill:Equipment:

Area:Time:

1 or moreHand-eye coordination, object control, bouncing1 bouncy ball per childOutdoor5 mins+

Let’s playLet’s play• Bounce a ball with one hand or two hands while standing still• Bounce as many times as possible in a row

Try this wayTry this way• Try bouncing and moving (e.g., follow a line, chase a friend)• Bounce at various levels (e.g., high / medium / low)• Play ‘Simon Says’ or ‘Follow the Leader’

Teaching tipTeaching tip• Push the ball to the side of you, so you don’t bounce it on your shoe


UP AND OVER1 or moreHand-eye coordination, object control, bouncing1 large ball (e.g., beach ball), 2 chairs, 1 ropeOutdoor5 mins+



Let’s play• The ends of the rope are tied to chairs• Begin with the rope close to the ground• Try to bounce the ball over the rope• Raise the rope higher with each successful ‘over’

Let’s play

Try this wayTry this way• Work in pairs rallying the ball back and forth• Move further away from the rope• Place shape cards on the opposite side of the rope and bounce the ball over rope attempting to hit a shape card


BALLOON BOUNCENo. of children:

Skill:Equipment:

Area:Time:

1 or moreHand-eye coordination and catching1 round balloon or beach ball per childIndoor 5 mins+

Let’s play• Using both hands bounce the balloon on the ground and catch it• Try one hand• Walk and bounce the balloon at the same time• Kneel down and bounce• Bounce to a partner• Bounce and catch off the wall

Let’s play

Try this wayTry this way• Create an obstacle course (e.g., around the chair, between the cushions, along the scarf• A large bouncy plastic or rubber ball can be used outside or on a paved area

Safety tip!• Dispose of balloons and balloon debris after use as ingestion can lead to choking

Safety tip!


BALLOON BALLETNo. of children

Skill:Equipment:

Area:Time:

1 or moreHand-eye coordination and locomotor movement patterns1 balloon or beach ball per child, musicIndoor5 mins+

Let’s play• Bounce the balloon or throw it up as high as possible to the music• When the music stops try to balance the balloon on a fi nger (or head, elbow, foot, knee)• Bounce again when the music starts

Let’s play

Try this wayTry this way• Call out a body part to balance the balloon on before the music stops

Safety tip!• Dispose of balloons and balloon debris after use as ingestion can lead to choking

Safety tip!


BOWLS / BOCCENo. of children:

Skill:Equipment:

Area:Time:

1 or moreHand-eye coordination, object control, cooperationOne small ball, several larger balls or bean bags per childIndoor / outdoor5 mins+

Let’s play• Place small ball or ‘Jack’ a few metres away from the starting point• Children take it in turn to underarm throw, roll, bounce, or slide their bean bags toward the ‘Jack’; trying to get their balls closest

Let’s play

Try this wayTry this way• Children throw the bean bags or soft toys to see who can get closest to a cushion

Teaching tipTeaching tip• To roll the ball underarm, bend your knees down low; close to the ground; no bounces though


CATCH TIMENo. of children

Skill:Equipment:

Area:Time:

1 or moreHand-eye coordination, catching technique1 object per child (e.g., ball, bean bag, paper screwed up into balls, balloon, teddy bear)Indoor / Outdoor5 mins+

Let’s play• Throw and catch the object• Throw, clap, and catch• Kneel, throw, stand, and catch• Bounce and catch • Throw and catch, starting small, getting higher and higher

Let’s play

Try this wayTry this way• Throw to a partner• Use different shaped / sized objects• Throw one hand, catch two hands• Throw and catch off a wall

Teaching tipTeaching tip• Hands together; fi ngers wide; watch the ball; softly inside


TARZAN BOWLING1 or moreHand-eye coordination, accuracyRope, stocking, ball, skittlesOutdoor10 mins+Make and decorate the skittles



Let’s make:

Let’s play• Place the ball in the stocking and tie the other end of the stocking to the end of a rope suspended high above children’s heads (e.g., attached to a tree branch)• Set the skittles up across from the hanging ball so that when ball swings it hits the skittles• Children attempt to knock the skittles over by swinging the ball in the stocking

Let’s play

Try this wayTry this way• Make the targets (i.e., the skittles) bigger / smaller

Teaching tipTeaching tip• Be careful of the return swing of the stocking and ball

• Do not allow children to swing or hang from the stocking


LINE TENNISNo. of children

Skill:Equipment:

Area:Time:

2 or moreOverarm and underarm throwing and catching technique1 large bouncy ball or teddy bear per pair, line or netIndoor / outdoor5 mins+

Let’s play• Mark a line between two children• Children toss the ball / teddy bear back and forth over the line• Count the catches and see how big the rally total can get• Make your partner move by throwing the ball / teddy bear forward, back, and to the side

Let’s play

Try this wayTry this way• Children throw over a higher net• Catch the object overhead• Use different objects for a net

Teaching tipTeaching tip• Hands together; fi ngers wide; watch the ball; softly inside• For catching overhead: Make a diamond in the sky; watch the ball and catch it high


ROCKET LAUNCHNo. of children:

Skill:Equipment:

Area:Time:

Let’s make:

1 or moreHand-eye coordination, catching technique1 bean bag (rocket) per child, launch pad Outdoor5 mins+Launch pad

Let’s play• Place a bean bag on the end of the launch pad• Stomp on the other end of launch pad• Watch the rocket blast into space• Catch the rocket on its way down

Let’s play

Try this wayTry this way• Use a paper ball, hat, and teddy bear as a rocketUse a paper ball, hat, and teddy bear as a rocketUse a paper ball, hat, and teddy bear• Launch a hat and try to catch it on your head

Teaching tip• Hands together; fi ngers wide; watch the ball; softly inside

Teaching tip

Safety tip!• Only use soft objects as rockets

Safety tip!


WALL BALLNo. of children

Skill:Equipment:

Area:Time:

1 or moreHand-eye coordination, object control, catching, cooperation skills1 large beach ball per childOutdoor5 mins+

Let’s play• Stand about 5 metres from the wall• Throw the ball at the wall, let it bounce, and then catch it• Try these tricks: throw-turn-catch, throw-clap-catch, throw-touch fl oor-catch, etc.• Invent your own throw-catch combination

Let’s play

Try this wayTry this way• Try with a friend, one child throws at the wall, and the other catches

Teaching tipTeaching tip• Hands together; fi ngers wide; watch the ball; softly inside

MOVING TO MUSIC, SHAPES AND CREATIVE PLAY

THE COPY CAT TRAIN 64ANIMAL MYSTERY SEARCH 65CHRISTMAS CHANT 66ROW, ROW, ROW YOUR BOAT 67ANIMAL WALK 68MULBERRY BUSH 69MUSICAL LEADERS 70MAKE A DANCE 71HEAD, SHOULDERS, KNEES AND TOES 72BIRDIE DANCE 73JOIN THE BAND 74CREATIVE RIBBONS 75HOKEY POKEY 76TEDDY BEAR 77PUNCHINELLO 78KNEES UP MOTHER BROWN 79CREATIVE SUPPORTS 80THE SHAPE GAME 81CHRISTMAS SHAPES 82MY FRIEND ‘BEANIE’ 83BUBBLE CATCH 84JUNIOR GYM 85PAINT THE HOUSE 86LOOK WHAT I’VE FOUND 87PARACHUTE GAMES 88PARACHUTE DANCE 89CREATIVE SHADOWS 90FOOT BALANCE 91SECRET HANDSHAKE 92

Moving to Music, Shapes and Creative Play 63


THE COPY CAT TRAIN2 or moreMovement patterns, creativity, cooperationLively or fast musicIndoor / outdoor5 mins+



Let’s play• Children stand one behind the other like carriages in a train• When the music starts, the person in the front begins moving in a certain way and the other children copy their action• Let every child be the leader changing the way to move• Try hop, skip, jump, gallop, crawl, high, low, wide

Let’s play

Try this wayTry this way• Change the speed of actions by playing different music

ANIMAL MYSTERY SEARCH2 or moreMovement patternsMarkers, pictures of animals, lively or fast musicIndoor / outdoor10 mins+



Let’s play• Scatter animal pictures around the available area.• Have the children move around to the music between the pictures• When the music stops, the children stop and move to the nearest picture• The children imitate and move like the animal shown in the picture

Let’s play

Try this wayTry this way• Change the type of movement patterns (e.g., hop, skip, jump, leap, gallop, crawl, high, low, etc.)• Change the type of music played to encourage fast or slow movements)



CHRISTMAS CHANTNo. of children:

Skill:Equipment:

Area:Time:

2 or moreBody awareness, body manipulation, cooperation1 ball per child, 1 buddy per childOutdoor5 mins+

Let’s playLet’s play• One child is the Christmas tree; the other children walk around the Christmas tree chanting: ‘Christmas tree, Christmas tree, Do you have a gift for me?’• The Christmas tree calls out a type of toy• The moving children must then move like the named toy (e.g., jump like a ball, walk tall like a soldier, hug like a teddy bear)• After a couple of turns the Christmas tree says: ‘No toys for you, shoo, shoo, shoo and chases the children.’• The fi rst child caught becomes the next Christmas tree

Try this wayTry this way• The Christmas tree has a sack of toys and pulls out the toy they want the other children to move like

ROW, ROW, ROW YOURBOATNo. of children

Skill:Equipment:

Area:Time:

2 or moreFlexibility, cooperationNoneIndoor5 mins+

• Face each other and sit on the fl oor with legs bent in front• Touch the bottom of your feet to your partner’s feet and hold hand• Gently rock back and forth singing: Row, row, row your boat, gently down the stream Merrily, merrily, merrily, merrily, life is but a dream

Let’s play



ANIMAL WALKNo. of children:

Skill:Equipment:

Area:Time:

1 or moreBody awareness, spatial awareness, body manipulationSimple musical instruments,1 hoop per childIndoor / outdoor5 mins+

Let’s playLet’s play• Play simple instruments so the children can move like different animals to the different sounds (e.g., tapping with a stick - little mouse, big booming drum - elephant walking, rice shaker - snake in the grass)

Try this wayTry this way• Also try bunny hops (i.e., hands inside hoop / feet outside hoop), crab walk, bear walk, frog hops, big elephant steps, small mouse steps, etc.• Tell a story about going for a walk through the forest or jungle and seeing different animals along the way

MULBERRY BUSHNo. of children

Skill:Equipment:

Area:Time:

1 or moreDance, body awareness, spatial awareness, rhythm, timingMusic (optional)Indoor5 mins+

Let’s playLet’s play• Children sing and perform actions as they play

Singing Actions

Chorus: Here we go round the Mulberry bush, the Mulberry bush, the Mulberry bush, here we go round the Mulberry bush, so early in the morning.

Hold hands and skip or walk in a circle

Verse: This is the way we wash our hands, wash our hands, wash our hands, this is the way we wash our hands so early in the morning.

Perform hand washing action while standing

Repeat chorus

Other verses: This is the way we ‘eat our breakfast’, ‘brush our teeth’, ‘do our exercises’, ‘stretch our body’, ‘comb our hair’

Actions suitable for verse



MUSICAL LEADERSNo. of children:

Skill:Equipment:

Area:Time:

3 or moreMovement patterns, explorationMusic, one cushions or carpet squares per childIndoor 5 mins+

Let’s playLet’s play• Scatter the cushions on the fl oor• Play the music for children to move around to• When the music stops, children fi nd a cushion to sit on• Children take turns to call out an action and demonstrate it (e.g., walk like a cat, slither like a snake, act like a robot, etc.)• Children move around performing that action while the music plays

MAKE A DANCENo. of children

Skill:Equipment:

Area:Time:

1 or moreDance, body awareness, spatial awareness, rhythm, timingMusicIndoor5 mins+

Let’s playLet’s play• Listen to the music and do actions in time with the beat (e.g., march, hands shake, clap, slap on knees; heads- nod, shake; feet- stamp; arms- circle, wave, shake; fl oppy dance; stiff dance, etc.)• Add some of the actions together to make a dance



HEAD, SHOULDERS, KNEES AND TOESNo. of children:

Skill:Equipment:

Area:Time:

1 or moreDance, body awareness, spatial awareness, rhythm, timingNoneIndoor 5 mins+

Let’s playLet’s play• Sing or say the following while touching each body part with both hands: Head, shoulders, knees and toes, knees and toes Head, shoulders, knees and toes, knees and toes And eyes and ears and mouth and nose Head, shoulders, knees and toes, knees and toes

Try this wayTry this way• Repeat verse; progressively leave out singing each body part but still perform the actions. For example, the next verse would be: ____, shoulders, knees and toes, knees and toes ____, shoulders, knees and toes, knees and toes and eyes and ears and mouth and nose ____, shoulders, knees and toes, knees and toes• Ultimately, the children perform the actions only

BIRDIE DANCENo. of children

Skill:


1 or moreDance, body awareness, spatial awareness, rhythm, timing, and cooperationMusic (optional)Indoor5 mins+

Let’s play• Children sing and perform actions as they play

Let’s play

Singing Actions

1. With a little bit of this Fingers and thumbs open and close four times (your quacks)

2. And a little bit of that Flap arms four times (your fl aps)

3. And shake your bottom Shake bottom back and forth four times (your wiggles)

4. Clap, clap, clap, clap Clap four times

5. Chorus: Dah dah dah dah dah dah dah dah dah dah dah dah dah dah dah dah [change direction] dah dah dah dah dah dah dah dah dah dah dah dah dah dah dah dah dah dah and here we go

Eight right arms swing with partner, then eight left arm swing with partner



JOIN THE BAND1 or moreDance, body awareness, spatial awareness, rhythm, timingHomemade instrumentsIndoor5 mins+A drum



Let’s make:

Let’s play• Move around to the music playing your instrument• Try to keep to the beat

Let’s play

Try this wayTry this way• Have a variety of instruments on the fl oor, children move around then area and when the music stops they fi nd an instrument to play, continue to change instruments• Form a band and play instruments together• Draw a line with chalk / string / rope and follow it while playing the instrument and keeping to the beat• Sing: ‘I am a fi ne musician, I practice everyday and people come from far and wide just to hear me play, my drum, my drum, they love to hear my drum…

CREATIVE RIBBONSNo. of children

Skill:Equipment:

Area:Time:

1 or moreDance, body awareness, spatial awareness, rhythm, timing, creativity1 ribbon stick per childIndoor / outdoor (quiet time)Indoor / outdoor (quiet time)Indoor / outdoor5 mins+

Let’s play• Hold the end of the ribbon stick and practice making patterns (e.g., windscreen wipers, circles, sweep the fl oor, fi shing, squiggle down, snake fl ag, etc.• Use just your wrist to make the ribbon move, use your whole arm or just from the elbow• Create your own movements

Let’s play

Try this wayTry this way• Make up actions to a favourite song / music• Play, ‘Simon Says’, make your scarf move like …



HOKEY POKEYNo. of children:

Skill:Equipment:

Area:Time:

1 or moreDanceMusic (optional)Indoor5 mins+

Let’s play• Stand in a circle and perform actions while singing the following song: Verse 1: You put your right hand in. You put your right hand out. You put your right hand in and you shake it all about. You do the hokey pokey and you turn around. That’s what it‘s all about. Verse 2: You put your left hand in, etc. Verse 3: You put both hands in, etc. Verse 4: You put your right foot in, etc. Verse 5: You put your left foot in, etc. Verse 6: You put your elbows in, etc. Verse 7: You put your shoulders in, etc. Verse 8: You put your head, etc. Verse 9: You put your whole self in, etc.

Let’s play

Try this wayTry this way• Place a coloured sticker or tie a coloured ribbon around the child’s wrist and ankle to help them determine their right from their left• Children suggest body part to ‘put in’

TEDDY BEARNo. of children

Skill:Equipment:

Area:Time:

1 or moreCreative movementNoneIndoor / outdoor5 mins+

Let’s play• Standing in a circle or scattered around the area, children say the ‘Teddy Bear’ chant and perform the appropriate actions: Teddy Bear, Teddy Bear turn around Teddy Bear, Teddy Bear touch the ground Teddy Bear, Teddy Bear show your shoe Teddy Bear, Teddy Bear that will do Teddy Bear, Teddy Bear climb the stairs Teddy Bear, Teddy Bear say your prayers Teddy Bear, Teddy Bear turn off the light Teddy Bear, Teddy Bear say ‘goodnight ’

Let’s play



PUNCHINELLONo. of children:

Skill:Equipment:

Area:Time:

2 or moreCreative movement, cooperationNoneIndoor / outdoor5 mins+

Let’s playLet’s play• Children form a circle with one child in the centre as Punchinello• One child is Punchinello the other children watch and copy Punchinello’s actions to the song / chant

Singing Actions

Verse 1. What can you do Punchinello funny fellow? What can you do Punchinello funny you?

Punchinello does an action (e.g., hopping on one foot or twirling while the children sing)

Verse 2. We can do it, too, Punchinello, funny fellow. We can do it, too, Punchinello, funny you!

Children in the circle copy Punchinello’s action

Verse 3. You choose one of us, Punchinello, funny fellow. You choose one of us, Punchinello, funny you!

Punchinello selects another child to be Punchinello and then takes that child’s place in the circle

KNEES UP MOTHER BROWN



1 or moreDance, rhythm, aerobic fi tness, enduranceNoneIndoor / outdoor5 mins+

Let’s play• With children standing, say the following chant or sing the tune if you know it, while the children do the movements described: Knees up Mother Brown (i.e., bend knees and lift leg) Knees up Mother Brown Knees up, knees up don’t let the breeze up Knees up Mother Brown Jumping up and down Jumping up and down Jumping, jumping, always jumping Jumping up and down Hopping on one foot Hopping on one foot Hopping, hopping, never stopping Hopping on one foot Knees up Mother Brown Knees up Mother Brown Knees up, knees up don’t let the breeze up Knees up Mother Brown

Let’s play



Try this wayTry this way• Play ‘Puzzle balances’; ask children to think of how they could balance on different body parts (e.g., ‘balance on your bottom and two elbows’, ‘balance on one foot and one hand’)• Call-out animal shapes (e.g., ‘stand like a lizard’)• Play music to walk around to, push pause, and call out a way to balance• Children balance by leaning on each other with their hands, knees, bottoms…

• Show the children various supports and balances (e.g., long sit, wide sit, cross-legged sit, front support, front / back lying, squat, tall / short stand, stand on one leg, etc

Let’s play

1 or moreBody awareness, body manipulationNoneIndoor / outdoor5 mins+



CREATIVE SUPPORTS

THE SHAPE GAMENo. of children

Skill:Equipment:

Area:Time:

2 or moreBody awareness, body manipulationNoneIndoor / outdoor (quiet time)5 mins+

Let’s play• Encourage the children to make a variety of shapes with their bodies (e.g., star, ball, bridge, wide, long, tall, short, round, etc.)

Let’s play

Try this wayTry this way• Play ‘Simon says make a star’• Make shapes with a partner or in a group



CHRISTMAS SHAPESNo. of children:

Skill:Equipment:

Area:Time:

1 or moreBody awareness, body manipulationMusic (optional)Indoor / outdoor (quiet time)5 mins+

Let’s playLet’s play• Play Christmas music or sing a Christmas carol to set the theme• Move around to the music in a variety of ways• Music stops and leader calls out a Christmas shape (e.g., reindeer: gallop around, elves: tiptoe around, Christmas trees: stand tall, Santa: rolls on his back laughing)• Allow children to come up with their own ideas

Try this wayTry this way• Try Easter shapes (e.g., Easter basket: make a bridge, Easter parade: march around, Easter eggs: curl up like a ball on your back)• Try seasonal shapes (e.g., umbrella: arch over, beach ball: roll around, Autumn leaves: fl oat gently to the ground, Spring seed: growing up tall, wind in the trees: arms up high moving with the breeze)

MY FRIEND ‘BEANIE’No. of children

Skill:Equipment:

Area:Time:

1 or moreObject and body manipulation, balance1 bean bag per child (beanie)Indoor / outdoor5 mins+

Let’s playLet’s play• With your bean bag, explore a variety of tricks to perform (e.g., balance beanie on your head, leg, shoulders, nose, ear, elbow, etc.)• Jump / hop / leap over ‘beanie’ (NB., ‘Don’t squash your beanie!’)• Make shapes with your body over ‘beanie’ (e.g., crab, bear, star, bridge, bunny, etc.)

Try this wayTry this way• Work in pairs; balance your ‘beanie’ on a body part, if beanie falls, ‘FREEZE’ until your partner places ‘beanie’ back on the body part it fell from• Call out a body part• Use a ‘beanie’ teddy bear instead of a bean bag



BUBBLE CATCHNo. of children:

Skill:Equipment:

Area:Time:

Let’s make:

1 or moreHand-eye coordination, locomotor movement patternsBubbles, bubble wand or pipe cleaners shaped into a wandIndoor / outdoor / community5 mins+Bubble recipe

Let’s play• Children take it in turns to blow the bubbles, while the other child moves and tries to catch all of the bubbles before they hit the ground• Encourage the children to pop the bubbles using different actions or body parts (e.g., with knee, elbow, fi nger, etc.)• Try to catch the bubbles back on the bubble wand without breaking them• Make a statue shape with your hand out to catch the bubble; then try on one leg, behind your back, etc.

Let’s play

JUNIOR GYMNo. of children

Skill:Equipment:

Area:Time:

1 or moreBody awareness, body manipulationMats / cushions, rope, chair, hoop, table, low benchIndoor / outdoor10 mins+

Let’s play• Set up an obstacle course for a variety of movements (e.g., crawl under a chair, jump over cushions, forward roll on a mat, stand on and jump off a low bench, walk along a rope, move around a hoop, etc)• Encourage a variety of movements and pathways• Let children explore and make their own course

Let’s play

Try this wayTry this way• Play music for the children to move to• Change the equipment to suit the playing area• Allow the children to design their own course



PAINT THE HOUSENo. of children:

Skill:Equipment:

Area:Time:

1 or moreArm strength, imagination, eye-hand coordinationA bucket or bowl with water, paintbrush, chalk (optional)Outdoor (i.e., warm weather)5 mins+

Let’s playLet’s play• Show the children the areas that are allowed to be painted with water• Place the bucket of water nearby the children and let them use their imaginations as to how they paint that area• Use chalk to outline a child’s name, a picture or shape for a child to trace• To increase movement, place the bucket further away from the painting area to encourage walking / running• Areas that can be painted include paths, trees, play equipment, fences, etc.• Paint your partner’s shadow or a body outline on a path

LOOK WHAT I’VE FOUNDNo. of children

Skill:Equipment:

Area:Time:

1 or moreProblem solving, teamwork, locomotor movement patternsPlastic bagOutdoor / community10 mins+

Let’s play• Give each child a bag, or 1 between 2 if working in pairs• Choose an area in the playground / park as a home base• Name an item in the environment for the children to fi nd (e.g., a big leaf, a piece of bark, a small stone, etc.)• Children run to fi nd the object, once found they place the object in their plastic bag and then return to home base

Let’s play

Try this wayTry this way• Tell a story using the environment, collecting items as the story goes on• Place a piece of tape around the child’s wrist with the sticky side facing out and stick items to it, creating a nature bracelet• Make a scavenger hunt booklet (i.e., the children look for the items stuck to each page in the booklet)• Make a person or funny animal using natural materials items collected by the children, paste, paper and pencils



PARACHUTE GAMESNo. of children:

Skill:Equipment:

Area:Time:

3 or moreCooperation, strength1 sheet or tablecloth to act as a parachute, light balls or teddy bear (optional)Indoor / outdoor10 mins+

Let’s play• Spread out the parachute• Space children evenly spaced around the parachute, holding onto parachute with 2 hands at all times• Start by lifting the parachute up, then down• Try different movements (e.g., ‘Wishy Washy’: move side to side with the parachute; ‘Popcorn’: place light balls or teddy bear in the middle of the parachute and wave it up and down attempting to get all of the balls or teddy into the air; ‘Big Waves, Little Waves’: vary the hand movements to alter the size of the waves, etc.)

Let’s play

PARACHUTE DANCENo. of children

Skill:Equipment:

Area:Time:

3 or moreCooperation, rhythm, spatial awareness1 sheet or tablecloth to act as a parachute, music (optional)Indoor / outdoor10 mins+

Let’s play• Spread out the parachute• Children hold a side of the parachute each• Holding the parachute taut, perform the following in sequence: Walk clockwise 8 steps Walk anti-clockwise 8 steps Face the centre of the parachute and walk in 4 small steps Walk back out 8 steps Shake the parachute twice, then raise it above children’s heads and lower Begin again

Let’s play

Try this wayTry this way• Children design their own movement sequence



CREATIVE SHADOWSNo. of children:

Skill:Equipment:

Area:Time:

2 or moreBalance, fl exibility, body manipulationSunny day or slide projectorIndoor / outdoor5 mins+

Let’s playLet’s play• Children get into their own space and make shadows (e.g., big / small, wide / narrow, animals, buildings, etc).

Try this wayTry this way• In pairs copy your friends shadow• Use a light when indoors or a slide projector against a wall• Hang paper on the wall and draw around your shadow, outside paint your shadow with water or chalk on concrete

FOOT BALANCENo. of children

Skill:Equipment:

Area:Time:

1 or moreBalance, body manipulationHoops, bean bags, ballsIndoor / outdoor5 mins+

Let’s play• Children lie on their back with their feet in the air• Balance a big beach ball, bean bags, teddy on their feet

Let’s play

Try this wayTry this way• Pass objects from one child to another without dropping them

Safety tip!• Make sure the objects are light and soft because they might fall on the child

Safety tip!



SECRET HANDSHAKENo. of chil

healthy opportunities for preschoolers and...

Documents